What Pushes University Professors to Burnout? A Systematic Review of Sociodemographic and Psychosocial Determinants

Henry Cadena-Povea (), Marco Hernández-Martínez, Gabriela Bastidas-Amador and Hugo Torres-Andrade
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Henry Cadena-Povea: Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador
Marco Hernández-Martínez: Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador
Gabriela Bastidas-Amador: Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador
Hugo Torres-Andrade: Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador

IJERPH, 2025, vol. 22, issue 8, 1-27

Abstract: Burnout syndrome is a growing concern in higher education, affecting the psychological well-being and performance of university professors. This systematic review presents a narrative synthesis of findings from quantitative studies on sociodemographic and psychosocial determinants of academic burnout. Following PRISMA 2020 guidelines, sixty peer-reviewed articles published between Jan 2019 and May 2024 were selected from Scopus and Web of Science. Inclusion criteria required validated psychometric instruments and exclusive focus on university faculty. Methodological quality was assessed using the Newcastle-Ottawa Scale and CASP checklist. Data from approximately 43,639 academic staff were analyzed. Key risk factors identified include excessive workload, lack of institutional support, and workplace conflict. In contrast, collegial support, participative leadership, and job satisfaction functioned as protective elements. Variables such as age, gender, academic rank, and employment stability significantly influenced burnout vulnerability. While general patterns were observed across studies, differences in design and sampling require caution in generalization. The evidence supports the implementation of integrated strategies encompassing mental health programs, workload regulation, participatory governance, and culturally responsive approaches. These findings inform the development of institutional policies aimed at preventing burnout and fostering academic well-being. Future research should adopt longitudinal and cross-cultural designs to further explore burnout trajectories and support educational reform.

Keywords: burnout syndrome; mental health; university professors; work performance; academic environment (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
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